‘This book will be a valuable resource for psychologists and educators who work with children or adolescents who are having difficulties with memory and learning. Translating theory and research into practice is a talent that Dr. Dehn possesses and we will benefit from his professional skills.’
— From the Foreword by Daniel C. Miller, Ph D, ABPP, ABSNP, NCSP
AN INDISPENSABLE GUIDE THAT EXAMINES THE EFFECT OF LONG-TERM MEMORY FUNCTIONS ON CHILDREN’S LEARNING
Long-Term Memory Problems in Children and Adolescents: Assessment, Intervention, and Effective Instruction is the first book of its kind for psychologists, school psychologists, and special education teachers who need an overview of long-term memory as it relates to learning and education. It presents the best practices for assessing long-term memory functions, as well as selecting and using evidence-based instructional practices with memory-impaired students.
This useful and timely guide bridges theory and practice to provide professional guidance with coverage of:
* Risk factors that can lead to long-term memory impairments
* How long-term memory relates to other types of memory
* The subcomponents and processes of long-term memory and how they relate to academic achievement
* What is known about the neuroanatomy of how memories are formed
* The developmental trajectory of memory and learning
* Common types of memory dysfunction
* Memory assessment strategies, interventions for memory problems, and instructional practices that support memory
Author Milton Dehn draws on his extensive experience as a trainer and workshop presenter, school psychologist, and educator to present both the theory and research on long-term memory in children and adolescents in this book. Specific, step-by-step guidance and hands-on case studies enable professionals to identify how memory can be assessed as well as the interventions that can be linked to the results of the assessment.
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MILTON J. DEHN, EDD, NCSP, is the cofounder and Program Director of Schoolhouse Tutoring¯®, an agency that provides assessment, tutoring, and instructional support for students of all ages and abilities. Formerly a practicing school psychologist, associate professor, and director of a graduate training program in school psychology, he is also author of Working Memory and Academic Learning: Assessment and Intervention and Essentials of Processing Assessment, both published by Wiley.
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